Balancing control and freedom: Conditional autonomy in curriculum management in an Islamic Private School in Indonesia

Abstract

This study examines the complexities of teacher autonomy in curriculum management at a private Islamic school in Indonesia, positioned within an educational environment shaped, to a certain extent, by Indonesia's shifting educational policies—oscillating between centralization and decentralization—and various religious frameworks. Through qualitative analysis of data obtained from focused group discussions involving teachers and school management, this research reveals how teacher autonomy is both supported and constrained by institutional policies, religious values, and resource availability. The main finding of this study is the emergence of a conditional autonomy model, where teachers exercise a negotiated form of autonomy within certain boundaries. On one hand, teachers’ autonomy is influenced by national educational policies, institutional frameworks, and cultural-religious norms, indicating that this autonomy is conditional rather than absolute. On the other hand, due to practical field needs, teachers make adjustments in designing curriculum content, applying various teaching methods and strategies, and adapting teaching and assessment methods based on student conditions and time availability. These dynamics are influenced by factors such as school and foundation policies, educational supervision, resource availability, and teacher creativity. This study highlights unique challenges within the Indonesian context, where teacher autonomy in curriculum management requires a deeper, context-specific approach. A balance is needed between the demands for innovation and flexibility and the support and control mechanisms that do not restrict the space for the growth of teacher agency.